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This updated policy statement from DHHS and the U.S. Department of Education underscores the urgency in improving services for children with disabilities. It includes the science-based benefits and the legal foundation for inclusion, recommendations for state policies to strengthen inclusion, as well as state examples of promising practices. This resource supports resiliency. This resource supports equity.
This issue brief is the result of several years examining the child care needs of Native American families, based on the first-ever national survey of Native parents, analysis of 184 Tribal Child Care Plans, site visits, and dozens of interviews with tribal leaders, parents, and tribal child care personnel. Tribal child care is systematically underfunded, and although tribal governments would like to support all members, they often lack the jurisdiction and funding to serve the 87% who live outside a reservation. The blueprint includes recommendations to: (1) strengthen communication and collaboration between state governments and tribes; (2) open new approaches for tribes to serve members living off-reservation; (3) reform federal funding to address tribal needs; and (4) address historical trauma. This resource supports equity.
This webinar explored how to better meet the needs of Native American and Indigenous youth and families in OST programs. Panelists representing national, state, and local organizations explored topics such as the goals of OST programs from family and caregiver perspectives. The barriers identified included lack of access to programs, transportation challenges, cost, and culturally insensitive funding streams. Also discussed was the importance of family engagement, the importance of preserving cultural traditions, and strategies to improve programs for indigenous youth. A related resource is the Afterschool Alliance survey results, America After 3 pm for Native American Families. This resource support equity.
This issue brief is designed to raise understanding and awareness of restorative justice practices and identify ways after school leaders can integrate them. It provides definitions, principles of restorative justice, strategies for how they can be applied in afterschool programs, and resources. There is also a related webinar on Restorative Justice Practices in Afterschool Programs with experts from CA and FL who are researchers and who are applying restorative justice practices in schools and afterschool programs. See: Restorative Justice Practices in Afterschool Programs
This resource supports resiliency. This resource supports equity.
While Asian American, Native Hawaiian, and Pacific Islander (AANHPI) populations are the fastest growing racial group in the United States, their unique challenges are not adequately studied or supported by current policies. This issue brief reviews the diversity and growth of various AANHPI populations and a beginning discussion about policies and programs to consider adopting. This brief includes a map of distribution of the nearly 3.7 million AANHPI children by state, including which states have added AAPI studies curriculum.
This issue brief from the National Research Center on Hispanic Children and Families has reviewed 35 existing research studies on the strengths and resilience within Latinx families. Some of the key findings include that Latinx children enter schools with strong social skills, that children and families may benefit from bilingual and bicultural status, that children experience high quality parenting that is warm and supportive with good routines and predictability, and that fathers that are highly committed. The brief also makes recommendations on programs, practices, and research needed for the future. This resource supports equity.
This webinar features authors from the recent volume, The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection, and Transformation. Youth development professionals and researchers share how to build relationships that increase engagement that is centered in equity, inclusion, and diversity. This resource supports equity.
This brief summarizes findings from a study about equity in out-of-school-time programs run by school districts. It explores: (1) what equity looks like in OST programs provided by equity-minded districts; (2) what challenges districts face integrating their equity goals and efforts into their OST programs; (3) what actions districts can take to meet these challenges; and (4) what further research is needed to better inform policy and practice. This resource supports equity. The companion full report can be found here: https://education.virginia.edu/documents/how-do-districts-implement-equity-afterschool-and-summer-programs
This journal article in Policy Insights from the Behavioral and Brain Sciences examines the role of afterschool and recommends that programs focus on relationships, developing youth interest, identity and social capital. Given the pressure from government and funders to focus on academics, this is an equity issue because research shows that wealthier youth are more likely to be offered enrichment experiences to develop interests and identify, but low-income and youth of color are more likely to have OST as extended forms of child care or schooling. This resource supports equity.
This collection of resources from Every Hour Counts is designed for afterschool intermediaries, providers, educators, families, and community leaders. It includes information on building racial equity, integrating youth voice, advancing policy and advocacy, and creating and sustaining a thriving workforce. This resource supports equity.